Brief Explanation This video is a multimodal text on the subject of multiliteracies. The video uses a combination of music, text and visual images to present information on the importance/relevance of multiliteracies in contemporary classrooms. The text provides information on multimodal texts and the skills required to interpret them. Moreover as the text is multimodal it provides a spring board for discussion around the features of an effective multimodal text. The video is perhaps best described as a multimodal brainstorm on the subject of multiliteracies. As a multimodal text this resource supports a variety of different learning styles and immediately focuses the class on the lesson’s subject matter. This resource supports critical literacy skills in that it provides students with an opportunity to examine the reliability of a text, its purpose, value and effectiveness. Utilising a multimodal text to engage students in the discussion and learning of multimodal texts scaffolds students learning across multiple levels.
Relevance to the KLA outcome There are numerous literacy outcomes which this resource can support such as WS 2.10 and WS 2.14. In addition, the focus HSIE outcome: CUS2.4 Describes different viewpoints, ways of living, languages, and belief systems in a variety of communities (Cultural Diversity), is touched upon post viewing, by having students reflect upon the possible changes to multiple modes of the video to achieve a different purpose (presenting information on cultural celebrations). This resource is supported by work in prior lessons on visual literacy, unit work on celebrations and cultural diversity and the subsequent learning activities of the lesson. This resource provides the springboard off which students are able to develop their knowledge and understanding of multimodal texts, including the use of different modes (including textual and pictorial) to achieve a specific purpose, such as an information poster.
Aspect of literacy The focus of the lesson in its entirety is to scaffold the class towards the completion of a multimodal text (information report/poster). This resource provides students with an example of a multimodal text, which in addition presents the class with information, and an opportunity to exercise their critical literacy skills; by examining the credibility of the resource, its purpose, value and effectiveness. The written literacy component of the video works in collaboration with the visual images to create meaning. The written text within the image allows the students to gain understanding using existing skills to gain meaning before interpreting new ways of analysing a visual text. The use of textual technical language such as “digital literacy” in collaboration with visual images students’ development of 'visual grammar' and critical literacy practices (Unsworth, 2001, p.72). Moreover, it is becoming ever more apparent that the importance of multilertacies, including the ability of students to quickly critique information from a range of sources, in a multitude of modes, moving fluidly between ‘traditional’ print literacy skills and multi-literacies skills (Sefton-Green, 2004 in Carrington & Marsh, 2008, p. 6). Providing students with examples of multimodal texts relevant to the lesson subject matter, supports students’ development of a multitude of literacy skills.
References Board of Studies, NSW. (2006). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies, NSW Carrington, V. & Marsh, J. (2008) Forms of Literacy. Accessed on 30.09.11, from: http://www.beyondcurrenthorizons.org.uk/forms-of-literacy/
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: changing contexts of text and images in classroom practice. Buckingham, England: Open University.
Brief Explanation
This video is a multimodal text on the subject of multiliteracies. The video uses a combination of music, text and visual images to present information on the importance/relevance of multiliteracies in contemporary classrooms. The text provides information on multimodal texts and the skills required to interpret them. Moreover as the text is multimodal it provides a spring board for discussion around the features of an effective multimodal text. The video is perhaps best described as a multimodal brainstorm on the subject of multiliteracies. As a multimodal text this resource supports a variety of different learning styles and immediately focuses the class on the lesson’s subject matter. This resource supports critical literacy skills in that it provides students with an opportunity to examine the reliability of a text, its purpose, value and effectiveness. Utilising a multimodal text to engage students in the discussion and learning of multimodal texts scaffolds students learning across multiple levels.
Relevance to the KLA outcome
There are numerous literacy outcomes which this resource can support such as WS 2.10 and WS 2.14. In addition, the focus HSIE outcome: CUS2.4 Describes different viewpoints, ways of living, languages, and belief systems in a variety of communities (Cultural Diversity), is touched upon post viewing, by having students reflect upon the possible changes to multiple modes of the video to achieve a different purpose (presenting information on cultural celebrations). This resource is supported by work in prior lessons on visual literacy, unit work on celebrations and cultural diversity and the subsequent learning activities of the lesson. This resource provides the springboard off which students are able to develop their knowledge and understanding of multimodal texts, including the use of different modes (including textual and pictorial) to achieve a specific purpose, such as an information poster.
Aspect of literacy
The focus of the lesson in its entirety is to scaffold the class towards the completion of a multimodal text (information report/poster). This resource provides students with an example of a multimodal text, which in addition presents the class with information, and an opportunity to exercise their critical literacy skills; by examining the credibility of the resource, its purpose, value and effectiveness. The written literacy component of the video works in collaboration with the visual images to create meaning. The written text within the image allows the students to gain understanding using existing skills to gain meaning before interpreting new ways of analysing a visual text. The use of textual technical language such as “digital literacy” in collaboration with visual images students’ development of 'visual grammar' and critical literacy practices (Unsworth, 2001, p.72). Moreover, it is becoming ever more apparent that the importance of multilertacies, including the ability of students to quickly critique information from a range of sources, in a multitude of modes, moving fluidly between ‘traditional’ print literacy skills and multi-literacies skills (Sefton-Green, 2004 in Carrington & Marsh, 2008, p. 6). Providing students with examples of multimodal texts relevant to the lesson subject matter, supports students’ development of a multitude of literacy skills.
References
Board of Studies, NSW. (2006). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies, NSW
Carrington, V. & Marsh, J. (2008) Forms of Literacy.
Accessed on 30.09.11, from: http://www.beyondcurrenthorizons.org.uk/forms-of-literacy/
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: changing contexts of text and images in classroom practice. Buckingham, England: Open University.